Rеflection Technology for Developing Pedagogical Competences in Intercultural Education Environments

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Rumyana Neminska

The Faculty of Pedagogy at Trakia University prepares students from different ethnic groups and students who are a part of the Erasmus+ exchange program. This intercultural environment reveals the opportunities for establishing common values ​​in an intercultural learning environment through a broad intercommunication symbiosis. In an intercultural pedagogical interaction, students are given the opportunity to express their identity through the visualization of ideas, attitudes and thoughts. Art texts are used to introduce students to the traditional values ​​of the unknown ethnicity and nationality as well as solving moral dilemmas, breaking stereotypes about behavior and overcoming prejudices. By using a five-module multimedia construct, the pedagogical environment allows students, in addition to personally reflecting on a particular problem, to develop pedagogical skills to guide the process.

Author(s):  
Susan Oguro ◽  
Angela Giovanangeli

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.


Teachers Work ◽  
2016 ◽  
Vol 13 (2) ◽  
pp. 81-98 ◽  
Author(s):  
Angela Page ◽  
Alex Davis

This article examines Innovative Learning Environments (ILE’s) in terms of its promise to deliver an inclusive environment. While ILE’s underpinning philosophy is to be inclusive for all, it appears that inclusion serves the needs of a wider mainstream audience. The article considers the research in this area critically, with a focus on the inclusive needs of students with disabilities and asks - whose inclusive needs are best served in an ILE context? This article argues that inclusion in an ILE which addresses the needs of students with disabilities has yet to be fully realised, and that an alternative inclusive education (IE) paradigm is required that aligns itself with the new ILE pedagogical environment.


Author(s):  
María Tomé Fernández ◽  
Emilio Berrocal De Luna

Nowadays, society is shaped by individuals of different religions, ethnics or cultures. In this situation, the usage of common values may be the guarantee of a successful coexistence. We call these values “democratic values” due to the guarantee efficacy of pluralist coexistence and intercultural education has a prior role in their transmission. We wonder if gender has an influence on intercultural education and the usage of those values. In this research, we aim analyze the relation between gender and usage of democratic values. We used a sample of 493 adolescents (48.70% female, 100% white, Mage=13.91%, SD=0.29) in Tromsø (Norway). Three sorts of democratic values were assessed (primary, secondary and tertiary values). Results conclude that female adolescents use these values in the intercultural practice more than male ones. Furthermore, male and female samples concur with considering the same value as the less used in the intercultural practice, their preferences differ in choosing the most used value.


2015 ◽  
Vol 5 (1) ◽  
pp. 39-44
Author(s):  
Sibel Akova ◽  
◽  
Gülin Terek Ünal ◽  

Throughout the 550 year Ottoman rule over the Balkan lands, where even today internal dynamics threaten peace and justice, how and through what means the Ottoman Empire achieved consistency, security and peace is a question to which a number of political scientists, sociologists, communication scientists and history researchers have sought an answer. The most interesting point of the question is that the peoples of the Balkans, a living museum comprising a number of different ethnic groups and religious beliefs, have reached the point where the culture of coexistence has been internalised and dynamics have moved from the conflict of identities to cultural integration. The Balkans are a bridge to the East from Europe and indeed to the West from Turkey, incorporating a patchwork political and cultural geography, the geopolitical location and a richness of culture and civilization, being one of the areas attracting the attention of researchers from different disciplines and capturing the imagination of the peoples of the world throughout history. Balkan studies are almost as difficult as climbing the peaks in the areas and meaningful answers cannot be reached by defining the area on a single parameter such as language, culture or traditions, while the phenomenon of the other can also be observed within the culture of coexistence in this intricate and significant location. Different ethnic groups with different cultures, such as the Southern Slavs (Bosniaks, Montenegrans, Serbs, Croats and Slovenes) as well as Turks, Albanians, Bulgarians, Balkan Jews, Balkan Romany and Wallachians (Romanians and Greeks). Although these peoples may have different religious beliefs, in the ethnically rich Balkan region, religion, language, political and cultural differences are vital in the formation of a mosaic, making the discourse of coexistence possible and creating common values and loyalties, breaking down differences. The Serbian and Montenegrin peoples, belonging to the Greek Orthodox Church, the Croat and Slovene peoples belonging to the Catholic Church and the Muslin Bosniaks have shared the same lands and livee in coexistence throughout the historical process, despite having different beliefs. However, in some periods the other and the perception of the other have replaced common values, leading to conflicts of interest, unrest and religion based wars. After the breakup of the Yugoslavian Federal Socialist Republic, Slovenia, Croatia, the Former Yugoslav Republic of Macedonia, Bosnia and Herzegovina, Serbia, Montenegro and Kosovo, defined by the European Union as the Western Balkans, have established themselves as nation states of the stage of history. The scope of our study is these Western Balkan Countries, and we will use the terminology Western Balkans throughout.


Author(s):  
Susan Oguro ◽  
Angela Giovanangeli

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.


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